Draft Unaccredited Specification

Transcription

DRAFT
GCSE
CCEA GCSE Specification in
FRENCH
For first teaching from September 2017
For first assessment from Summer 2018
For first award in Summer 2019
Subject Code: xxxx
Draft Unaccredited Specification
Submitted to regulator for approval
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Subject Code
QAN
QAN
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A CCEA Publication © 2016
This specification is available online at www.ccea.org.uk
Draft unaccredited specification June 2016
Contents
1
Introduction
1.1
1.2
1.3
1.4
Aims
Key features
Prior attainment
Classification codes and subject combinations
2
Specification at a Glance
3
Subject Content
3.1
3.2
3.3
3.4
Context for Learning 1: Identity, Lifestyle and Culture
Context for Learning 2: Local, National, International and Global
Areas of Interest
Context for Learning 3: School Life, Studies and the World of Work
Learning Outcomes
4
Scheme of Assessment
4.1
4.2
4.3
4.4
4.5
Assessment opportunities
Assessment objectives
Assessment objective weightings
Quality of written communication
Reporting and grading
5
Grade Descriptions
6
Guidance on Assessment
6.1
6.2
6.3
6.4
Unit 1: Listening (AO1)
Unit 2: Speaking (AO2)
Unit 3: Reading (AO3)
Unit 4: Writing (AO4)
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Curriculum Objectives
7.1
7.2
Cross-Curricular Skills at Key Stage 4
Thinking Skills and Personal Capabilities at Key Stage 4
8
Links and Support
8.1
8.2
8.3
8.4
Support
Examination entries
Equality and inclusion
Contact details
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Appendix 1
Glossary of Terms for Controlled Assessment Regulations
Appendix 2
Glossary of Terms for Rubrics for Examinations
Appendix 3
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French Grammar and Structures
Appendix 4
French Core Minimum Vocabulary List
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DRAFT CCEA GCSE French from September 2017
1
Introduction
This specification sets out the content and assessment details for our GCSE course in
French. We have designed this specification to meet the requirements of:
 Northern Ireland GCSE Design Principles; and
 Northern Ireland GCE and GCSE Qualifications Criteria.
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First teaching is from September 2017. We will make the first award based on this
specification in Summer 2019.
This specification is a unitised course.
The specification supports the aim of the Northern Ireland Curriculum to empower
young people to achieve their potential and to make informed and responsible decisions
throughout their lives, as well as its objectives:
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 to develop the young person as an individual;
 to develop the young person as a contributor to society; and
 to develop the young person as a contributor to the economy and environment.
If there are any major changes to this specification, we will notify centres in writing. The
online version of the specification will always be the most up to date; to view and
download this please go to www.ccea.org.uk
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1.1 Aims
This specification aims to encourage students to:
 derive enjoyment and benefit from language learning and be inspired by following a
broad, coherent and worthwhile course of study;
 recognise that their linguistic knowledge, understanding and skills provide them with
a suitable basis for further learning opportunities and opportunities for career
progression;
 develop knowledge of and an enthusiasm for language learning skills by providing
opportunities for the practical use of French;
 develop the confidence to communicate effectively in French;
 develop the ability to work independently and with others;
 develop an understanding of French in a variety of contexts;
 develop awareness and understanding of French-speaking countries and
communities; and
 take their place as a citizen in a multilingual, global society.
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1.2 Key features
The following are important features of this specification.
 It offers opportunities to build on the skills and capabilities developed through the
delivery of the Key Stage 3 curriculum in Northern Ireland.
 It is a unitised specification. This means that students have the opportunity to take
different units at different times. Students must complete at least 40 percent of the
qualification in the year they wish to have the qualification awarded.
 It supports progression to AS and A level study, further or higher education,
vocational training and employment.
 There is a flexible pattern of entry (Foundation and Higher Tiers) for the reading,
listening and writing papers.
 We provide a range of practical support and resource materials for teachers and
students. For details of existing and planned materials, see Section 8.
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1.3 Prior attainment
Students do not need to have reached a particular level of attainment before beginning
to study this specification. However, the specification is designed to promote continuity,
coherence and progression within the study of the language. The specification builds on
the knowledge, understanding and skills developed within the Key Stage 3 curriculum.
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1.4 Classification codes and subject combinations
Every specification has a national classification code that indicates its subject area. The
classification code for this qualification is [code to be confirmed].
Please note that if a student takes two qualifications with the same classification code,
schools, colleges and universities that they apply to may take the view that they have
achieved only one of the two GCSEs. The same may occur with any two GCSE
qualifications that have a significant overlap in content, even if the classification codes
are different. Because of this, students who have any doubts about their subject
combinations should check with the schools, colleges and universities that they would
like to attend before beginning their studies.
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2
Specification at a Glance
The table below summarises the structure of this GCSE course.
Content
Assessment
Unit 1:
Listening
External written examination with
stimulus material in French
Weightings
Availability
25%
Summer
from 2018
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There are two tiers of entry:


Foundation (35 mins approx.); and
Higher (45 mins approx.).
Students answer 12 questions. Four of
these are the same in both tiers.
Responses include:




Unit 2:
Speaking
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selection;
gap-filling;
answering questions in English; and
answering questions in French.
One teacher-facilitated and externally
marked speaking examination
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There is one tier of entry. The test lasts
712 minutes, plus 10 minutes of
supervised preparation time.
Each test includes:


two role plays (each up to
2 minutes) from one Context for
Learning; and
a general conversation on two
topics (each up to 4 minutes) from
the other two Contexts for
Learning.
Students prepare the first conversation
topic in advance from the Context for
Learning that we prescribe.
Teachers must record and authenticate
all evidence and submit it to us for
marking.
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25%
Summer
from 2018
Content
Assessment
Unit 3:
Reading
External written examination with
stimulus material in French
Weightings
Availability
25%
Summer
from 2018


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Foundation (50 mins); and
Higher (60 mins).
Students answer 12 questions. Four of
these are the same in both tiers.
Responses include:





Unit 4:
Writing
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selection;
gap-filling;
answering questions in English;
answering questions in French; and
translating short sentences from
French into English.
External written examination
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

Foundation (1 hour); and
Higher (1 hour 15 mins).
Students answer four questions. One of
these is the same in both tiers.
Responses include:





25%
Summer
from 2018
a listing task (Foundation Tier only);
short phrase/sentence responses in
French (both tiers);
short responses in French to one or
more pieces of text (Higher Tier
only);
a short translation from English
into French (both tiers); and
one structured, extended writing
task in French from a choice of
three (both tiers).
Students must take at least 40 percent of the assessment (based on unit weightings) at
the end of the course as terminal assessment.
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3
Subject Content
Students develop their knowledge and understanding by studying three Contexts for
Learning:
 Context for Learning 1: Identity, Lifestyle and Culture;
 Context for Learning 2: Local, National, International and Global Areas of Interest;
and
 Context for Learning 3: School Life, Studies and the World of Work.
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They use French across the range of contexts to:




understand and respond to different types of spoken language (Listening);
communicate and interact effectively in speech (Speaking);
understand and respond to different types of written language (Reading); and
communicate in writing (Writing).
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This section sets out the content (in Sections 3.1–3.3) and the learning outcomes
(Section 3.4) that apply to the Contexts for Learning. See Appendices 3 and 4 for
grammar, structures and vocabulary.
Foundation Tier students should be able to complete tasks within the limits of the
structures and vocabulary specified in Appendices 3 and 4. Although they can expect to
encounter some unfamiliar vocabulary in familiar contexts, tasks mainly come from
predictable contexts and mainly use familiar language.
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Higher Tier students are required to complete tasks within the limits of the structures
specified in Appendices 3 and 4 in a more developed and accurate manner, using more
varied and complex language. They should be able to deal with elements of prediction
and with unfamiliar language.
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3.1 Context for Learning 1: Identity, Lifestyle and
Culture
Content
Elaboration of Content
Students’ lives,
 Myself, my family, relationships and choices (for example
families, homes
family and friends)
and interests, and
those of others in  Social media (for example online communication)
French-speaking
countries and
 New technology (for example computers, tablets and
communities
smartphones)
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 Free time and leisure (for example sport, hobbies, cinema,
TV, music, dance, fashion, eating out and shopping)
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 Daily routine (for example at home, at school and at the
weekend)
 Culture, customs, festivals and celebrations (for example
Easter, Christmas, birthdays, cultural activities and events,
national holidays, celebrations and cuisine)
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3.2 Context for Learning 2: Local, National,
International and Global Areas of Interest
Content
Students’
lifestyles and
attitudes to
environmental,
social and global
issues, and those
of others in
French-speaking
countries and
communities
 My local environment (for example home, neighbourhood,
town or city and places to visit)
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 The wider environment (for example region and country)
 Community involvement (for example charity and voluntary
work)
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 Social issues (for example health, lifestyle and anti-social
behaviour)
 Global awareness (for example caring for others and for the
environment)
 Travel and tourism (for example holidays, destinations,
transport, tourist information, weather, directions,
accommodation, activities, shopping and eating out)
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3.3 Context for Learning 3: School Life, Studies and the
World of Work
Content
Education and
employment
issues in
students’ own
and in Frenchspeaking
countries and
communities
 My studies (for example school subjects)
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 School life (for example uniform, timetable, rules and
regulations)
 Extra-curricular activities (for example clubs, societies,
events, trips and visits)
 Part-time jobs (for example evening work, weekend work
and work experience)
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 Money management (for example pocket money, wages
and savings)
 Future plans and career (for example post-16 education,
further studies, employment, aspirations and choices)
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3.4 Learning Outcomes
The following learning outcomes apply to each of the three Contexts for Learning
(Section 3.1–3.3).
3.4.1 Listening
Learning Outcomes
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Students should be able to:
 demonstrate understanding of different types of spoken language;
 follow and understand clear speech using familiar language;
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 identify the overall message, key points, details and opinions in a variety of
spoken passages;
 deduce meaning from a variety of spoken texts; and
 recognise and respond to key information, important themes and ideas in
extended spoken text (including authentic sources, which may be adapted as
appropriate) by being able to answer questions, extract information, evaluate
and draw conclusions.
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3.4.2 Speaking
Learning Outcomes
 communicate and interact effectively in speech for a variety of purposes;
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 take part in short conversations, asking and answering questions, exchanging
opinions and producing extended sequences of speech;
 speak spontaneously, responding to questions, points of view or situations,
sustaining communication by using rephrasing or repair strategies, as
appropriate;
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 express information and narrate events coherently and confidently, using and
adapting language for new purposes;
 make appropriate and accurate use of a variety of vocabulary and grammatical
structures;
 make creative use of the language, as appropriate, to express and justify their
own thoughts and points of view; and
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 use accurate pronunciation and intonation that would be understood by a
native speaker.
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3.4.3 Reading
Learning Outcomes
 understand and respond to different types of written language;
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 understand details within texts using high frequency familiar language;
 identify the overall message, key points, details and opinions in a variety of
written passages;
 deduce meaning from a variety of written texts (from a range of specified
contexts including short narratives, authentic material and unfamiliar material);
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 recognise and respond to key information, important themes and ideas in
extended written text and authentic sources (including edited or adapted
literary texts);
 demonstrate understanding, by being able to scan for particular information,
organise and present relevant details, draw conclusions in context and recognise
implicit meaning where appropriate; and
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 translate a short passage from French into English.
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3.4.4 Writing
Learning Outcomes
 communicate in writing for a variety of purposes;
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 write short texts, using simple sentences and familiar language to convey
meaning and exchange information;
 translate sentences and short texts from English into French to convey key
messages accurately and to apply grammatical knowledge of language and
structures in context;
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 produce clear and coherent extended text to present facts and express ideas
and opinions for different purposes and in different settings;
 make accurate use of a variety of vocabulary and grammatical structures;
 manipulate the language, using and adapting a variety of structures and
vocabulary with accuracy and fluency for new purposes (including using
appropriate style and register); and
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 make independent and creative use of the language to identify key points,
express and justify their thoughts and points of view.
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4
Scheme of Assessment
4.1 Assessment opportunities
For the availability of examinations and assessment, see Section 2.
This is a unitised specification; candidates must complete at least 40 percent of the
overall assessment requirements at the end of the course, in the examination series in
which they request a final subject grade. This is the terminal rule.
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Candidates may resit individual assessment units once before cash-in. The better of the
two results will count towards their final GCSE grade unless a unit is required to meet
the 40 percent terminal rule. If it is, the more recent mark will count (whether or not it
is the better result). Results for individual assessment units remain available to count
towards a GCSE qualification until we withdraw the specification.
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4.2 Assessment objectives
There are four assessment objectives for this specification. Candidates must:




understand and respond to different types of spoken language (AO1);
communicate and interact effectively in speech (AO2);
understand and respond to different types of written language (AO3); and
communicate in writing (AO4).
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4.3 Assessment objective weightings
The table below sets out the assessment objective weightings for each assessment
component and the overall GCSE qualification.
Assessment
Objective
Unit Weighting (%)
External Assessment
Unit 1
AO1
AO2
AO3
AO4
Total Weighting
25
25
Unit 2
Unit 3
Unit 4
25
25
25
18
25
Overall
Weighting (%)
25
25
25
25
25
25
100
4.4 Quality of written communication
In GCSE French, candidates must demonstrate their quality of written communication.
They need to ensure that text is legible and that spelling, punctuation and grammar are
accurate so that meaning is clear.
Quality of written communication is assessed in responses to questions and tasks that
require extended writing.
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4.5 Reporting and grading
We report the results of individual assessment units on a uniform mark scale that
reflects the assessment weighting of each unit. In units offered at Foundation and
Higher Tiers, candidates entering for Foundation Tier can achieve notional grades C to G.
For Higher Tier units, candidates can achieve notional grades A* to D (with allowable E).
Candidates may choose to enter individual units at different tiers. For units that are
untiered, they can achieve notional grades A* to G.
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We determine the overall qualification grades awarded by aggregating the uniform
marks that candidates obtain on individual assessment units. We award GCSE
qualifications on an eight grade scale from A* to G, with A* being the highest. If
candidates fail to attain a grade G or above, we report their result as unclassified (U).
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5
Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of
achievement likely to have been shown by candidates awarded particular grades.
The descriptions must be interpreted in relation to the content in the specification; they
are not designed to define that content. The grade awarded depends in practice upon
the extent to which the candidate has met the assessment objectives overall.
Shortcomings in some aspects of candidates’ performance in the assessment may be
balanced by better performances in others.
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Grade
Description
A
Candidates show understanding of a range of spoken language
that contains a wide variety of structures and more complex
language. The spoken material relates to a range of contexts
including past and future events, as appropriate. Candidates can
identify main points, details and points of view and draw
conclusions.
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They initiate and develop conversations and discussions, present
information and narrate events. They express and explain ideas
and justify points of view, and they produce extended sequences
of speech using a variety of vocabulary, structures and verb
tenses, as appropriate. They speak confidently, with high level
pronunciation, intonation and fluency. The message is very clear
although there may be some errors, especially when they use
more complex structures.
D
They show very good understanding of written texts that contain
a variety of structures and relate to a range of contexts. They
understand some unfamiliar language and extract meaning from
more complex language. They can identify main points, extract
details, recognise points of view, attitudes and emotions and
draw conclusions from written texts.
Candidates write for different purposes and within a range of
contexts about real or imaginary subjects. They express and
explain ideas and justify points of view. They use a variety of
vocabulary, structures and verb tenses, as appropriate. Their
spelling and grammar are accurate. The message is very clear
although there may be a few errors, especially when they write
more complex sentences.
C
Candidates show understanding of different types of spoken
language that contain a variety of structures. The spoken material
relates to a range of contexts and may relate to past and future
events, as appropriate. Candidates can identify main points,
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Grade
Description
details and opinions.
They take part in straightforward conversations and discussions
and present information. They express ideas and points of view,
and they produce sequences of speech using some variety of
vocabulary, structures and verb tenses, as appropriate. They
speak with some confidence and with good pronunciation,
intonation and fluency. They convey a clear message although
there may be some errors.
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They show good understanding of a variety of written texts
relating to a range of contexts. They may understand some
unfamiliar language and extract meaning from some complex
language. They can identify main points, extract details and
recognise opinions.
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Candidates write, with some sense of purpose, for different
contexts that may be real or imaginary. They communicate
information and express points of view. They use some variety of
vocabulary, structures and verb tenses, as appropriate. The style
is straightforward. Their spelling and grammar are generally
accurate. The message is clear although there may be some
errors, especially when they attempt more complex sentences.
F
D
Candidates show some understanding of different types of simple
language. The spoken material relates to a range of familiar
contexts. Candidates can identify main points and extract some
details.
They take part in basic conversations and present basic
information. They can express their ideas and may offer some
opinions. They use a limited range of language. Their
pronunciation is understandable. The main points are generally
conveyed although there are frequent errors.
They show some limited understanding of a variety of written
texts relating to familiar contexts. They can identify some main
points and some details.
Candidates write short texts that relate to familiar contexts. They
can express ideas and some basic opinions. They use basic
sentences. Their spelling and grammar have limited accuracy. The
main points of the message are generally conveyed although
there may be frequent errors.
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6
Guidance on Assessment
6.1 Unit 1: Listening (AO1)
Weighting:
25%
Marks available: 60 marks (42 for Section A and 18 for Section B)
Timing:
Foundation Tier – 35 minutes approx. (including 5 minutes for reading)
Higher Tier – 45 minutes approx. (including 5 minutes for reading)
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Listening is assessed by examination paper. The paper comprises a variety of stimulus
material in French recorded by fluent speakers. Candidates have 5 minutes to read through
the paper before the questions start. They hear each item of stimulus twice. Writing time is
built into the recording, so the teacher must not stop or pause it between items.
At Foundation Tier, stimulus items may take the form of short announcements, messages and
dialogues from a range of contexts. Candidates’ responses may require selection, gap-filling,
answers in English and answers in French. Stimulus items refer to past, present and future
events, and they include some unfamiliar language. Candidates need to identify main points
and extract details and points of view.
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At Higher Tier, stimulus items may take the form of dialogues and narratives of various types
from a range of contexts. Candidates’ responses may require selection, gap-filling, answers in
English and answers in French. Stimulus items refer to past, present and future events, and
they include some unfamiliar language. Candidates should be able to understand gist, identify
main points and details, recognise points of view, attitudes and emotions, and draw
conclusions.
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Four of the 12 questions are common to both Foundation and Higher Tier.
We mark the listening examination.
6.2 Unit 2: Speaking (AO2)
Weighting:
Marks available:
Timing:
25%
60 marks
712 minutes (plus preparation time)
The teacher facilitates the speaking examination and we mark it. Candidates must
respond and converse in French. The examination comprises two role-plays and one
general conversation on two topics, and it covers all three Contexts for Learning.
Candidates prepare the first conversation topic in advance.
Supervised preparation session for Conversation Topic 1
Each year we set Conversation Topic 1 from one of the three Contexts for Learning.
Candidates have 1 hour to prepare in advance of the examination, under supervised
controlled conditions, using a CCEA Preparation Sheet.
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Role-play preparation
The teacher selects two role-plays for each candidate. These must not be from the same
Context for Learning as Conversation Topic 1. Candidates then have 10 minutes to
prepare their two role-play responses just before the speaking examination.
Teacher-facilitated examination
The teacher facilitates and records the formal speaking examination. The role-plays,
Conversation Topic 1 and Conversation Topic 2 must each come from a different
Context for Learning.
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The marks available and maximum time allowed for candidates to respond in each part
of the examination are as follows:
 Role-Play 1 (up to 2 minutes)
10 marks
 Role-Play 2 (up to 2 minutes)
10 marks
 Conversation Topic 1 (up to 4 minutes)
20 marks
 Conversation Topic 2 (up to 4 minutes)
20 marks
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The following table explains the controlled conditions for the speaking examination:
Stage
Detail of control
Setting the task
The level of control for task setting is medium.
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We set the Context for Learning for Conversation Topic 1.
Prior to the examination, the teacher facilitates the 1 hour
preparation session under controlled conditions.
Taking the task
The level of control for task taking is high.
On the day of the examination, the teacher facilitates the 10
minute preparation session and the speaking examination.
Marking the task
Our examiners mark the task.
Teachers must record and authenticate all evidence and
submit it to us by the set deadline.
See Appendix 1 for a glossary of controlled assessment terms.
6.3 Unit 3: Reading (AO3)
Weighting:
Marks available:
Timing:
25%
60 marks (36 for Section A and 24 for Section B)
Foundation Tier – 50 minutes
Higher Tier – 60 minutes
This paper comprises a variety of items of stimulus material in French, for example
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notices, announcements, advertisements, extracts from letters, magazines or
newspaper articles and forms of imaginative writing. The paper may include some items
from ICT-based sources such as email or the internet.
At Foundation Tier, candidates’ responses may require selection, gap-filling, answers in
English and answers in French. The stimulus material covers a range of topics referring
to past, present and future events and may include some unfamiliar language.
Candidates need to identify and extract details and points of view.
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At Higher Tier, candidates’ responses may require selection, gap-filling, answers in
English and answers in French. The stimulus material covers a range of topics referring
to past, present and future events and may include some unfamiliar language.
Candidates need to understand gist, identify main points and detail, recognise points of
view, attitudes and emotions, and draw conclusions.
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Four of the 12 questions are common to both Foundation and Higher Tier.
6.4 Unit 4: Writing (AO4)
Weighting:
Marks available:
Timing:
25%
60 marks
Foundation Tier – 1 hour
Higher Tier – 1 hour 15 minutes
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Writing is assessed by examination paper. Candidates must respond and write in French.
The writing papers include a variety of stimulus material.
The Foundation Tier paper has four questions:




Question 1 is a listing task.
Question 2 requires short phrase/sentence responses in French.*
Question 3 is a short translation exercise from English into French.
Question 4 is a structured, extended writing task in French. Candidates answer one
question from a choice of three. Each question has five supporting bullet points.
The Higher Tier paper has four questions:




Question 1 requires short phrase/sentence responses in French.*
Question 2 requires short responses in French to one or more pieces of text.
Question 3 is a short translation exercise from English into French.
Question 4 is a structured, extended writing task in French. Candidates answer one
question from a choice of three. Each question has five supporting bullet points.
*This question is common to both Foundation and Higher Tier.
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7
Curriculum Objectives
This specification builds on the learning experiences from Key Stage 3 as required for
the statutory Northern Ireland Curriculum. It also offers opportunities for students to
contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue
to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities.
The extent of the development of these skills and capabilities will be dependent on the
teaching and learning methodology used.
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7.1 Cross-Curricular Skills at Key Stage 4
Communication
 communicate meaning, feelings and viewpoints in a logical and coherent manner, for
example organise the structure and content of their written response to present ideas
effectively;
 make oral and written summaries, reports and presentations, taking account of
audience and purpose, for example convey complex information clearly, showing
sensitivity to register to achieve effects;
 participate in discussions, debates and interviews, for example work as a pair or in a
group and make valid contributions by asking relevant questions;
 interpret, analyse and present information in oral, written and ICT formats, for
example use technology such as a PowerPoint presentation to communicate
information in an original way; and
 explore and respond, both imaginatively and critically, to a variety of texts, for
example evaluate information from different sources and draw conclusions.
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D
Using Mathematics
 use mathematical language and notation with confidence, for example recognise
patterns for numbers and understand mathematical data in the target language;
 use mental computation to calculate, estimate and make predictions in a range of
simulated and real-life contexts, for example interpret diagrams and timetables;
 select and apply mathematical concepts and problem-solving strategies in a range of
simulated and real-life contexts, for example obtain, process and interpret
mathematical data to justify their conclusions;
 interpret and analyse a wide range of mathematical data, for example use statistical
data from a range of sources to draw conclusions;
 assess probability and risk in a range of simulated and real-life contexts, for example
analyse mathematical data to evaluate the consequences of risk-taking behaviour;
and
 present mathematical data in a variety of formats which take account of audience
and purpose, for example use appropriate mathematical language to communicate
ideas effectively.
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Using ICT
Students should be able to make effective use of information and communications
technology in a wide range of contexts to access, manage, select and present
information, including mathematical information, for example research a topic online
and present the information using a PowerPoint presentation to create an impact.
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7.2 Thinking Skills and Personal Capabilities at
Key Stage 4
Self-Management
 plan work, for example select a learning strategy such as mind maps for revision;
 set personal learning goals and targets to meet deadlines, for example identify
strengths and weaknesses and organise tasks according to priority;
 monitor, review and evaluate their progress and improve their learning, for example
respond positively to feedback to prioritise a specific area for improvement; and
 effectively manage their time, for example focus on the task to complete their work
on time.
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Working with Others
D
 learn with and from others through co-operation, for example listen to others and
value contributions from other groups;
 participate in effective teams and accept responsibility for achieving collective goals,
for example contribute constructively in group activities by asking appropriate
questions; and
 listen actively to others and influence group thinking and decision-making, taking
account of others’ opinions, for example explore differences in opinion to consider
pros and cons and reach a conclusion.
Problem Solving
 identify and analyse relationships and patterns, for example recognise, compare and
contrast information and data;
 propose justified explanations, for example present reasons and rationales;
 reason, form opinions and justify their views, for example give reasons for
likes/dislikes or preferences;
 analyse critically and assess evidence to understand how information or evidence can
be used to serve different purposes or agendas, for example use appropriate registers
to convey information with a recognition of audience and purpose;
 analyse and evaluate multiple perspectives, for example consider and compare
different points of view;
26
 explore unfamiliar views without prejudice, for example objectively take on board
various viewpoints;
 weigh up options and justify decisions, for example compare alternatives, come to a
personal conclusion and justify opinions; and
 apply and evaluate a range of approaches to solve problems in familiar and novel
contexts, for example use a range of strategies to tackle problems and resolve familiar
and unfamiliar scenarios and situations.
tf
Although not referred to separately as a statutory requirement at Key Stage 4 in the
Northern Ireland Curriculum, Managing Information and Being Creative may also
remain relevant to learning.
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27
8
Links and Support
8.1 Support
The following resources are available to support this specification:
 our French microsite at www.ccea.org.uk; and
 specimen assessment materials.
tf
We also intend to provide:












past papers;
mark schemes;
Chief Examiner’s reports;
guidance on progression from Key Stage 3;
schemes of work;
resource materials ;
centre support visits;
support days for teachers;
guidance for teachers;
guidance for candidates;
a resource list; and
exemplification of examination performance.
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8.2 Examination entries
Entry codes for this subject and details on how to make entries are available on our
Qualifications Administration Handbook microsite, which you can access at
www.ccea.org.uk
Alternatively, you can telephone our Examination Entries, Results and Certification team
using the contact details provided.
8.3 Equality and inclusion
We have considered the requirements of equality legislation in developing this
specification and designed it to be as free as possible from ethnic, gender, religious,
political and other forms of bias.
GCSE qualifications often require the assessment of a broad range of competences. This
is because they are general qualifications that prepare students for a wide range of
occupations and higher level courses.
During the development process, an external equality panel reviewed the specification
to identify any potential barriers to equality and inclusion. Where appropriate, we have
considered measures to support access and mitigate barriers.
28
We can make reasonable adjustments for students with disabilities to reduce barriers to
accessing assessments. For this reason, very few students will have a complete barrier
to any part of the assessment.
It is important to note that where access arrangements are permitted, they must not be
used in any way that undermines the integrity of the assessment. You can find
information on reasonable adjustments in the Joint Council for Qualifications document
Access Arrangements and Reasonable Adjustments: General and Vocational
Qualifications, available at www.jcq.org.uk
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8.4 Contact details
If you have any queries about this specification, please contact the relevant CCEA staff
member or department:
 Specification Support Officer: Joan Jennings
(telephone: (028) 9026 1200, extension 2552, email: [email protected])
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r
 Subject Officer with overall responsibility: Eileen Lisk
 Subject Officer: Seán McNally
D
 Examination Entries, Results and Certification
(telephone: (028) 9026 1262, email: [email protected])
 Examiner Recruitment
 Distribution
 Support Events Administration
 Information Section (including Freedom of Information requests)
 Moderation
(telephone: 9026 1200, extension 2236, email: [email protected])
 Business Assurance (Complaints and Appeals)
(telephone: (028) 9026 1244, email: [email protected] or
[email protected]).
29
Appendix 1
Glossary of Terms for Controlled Assessment
Regulations
Term
Definition
Component
A discrete, assessable element within a controlled
assessment/qualification that is not itself formally
reported and for which the awarding body records
the marks
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May contain one or more tasks
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r
Controlled assessment
A form of internal assessment where the control
levels are set for each stage of the assessment
process: task setting, task taking, and task marking
External assessment
A form of independent assessment in which
question papers, assignments and tasks are set by
the awarding body, taken under specified
conditions (including detailed supervision and
duration) and marked by the awarding body
D
Formal supervision
(High level of control)
The candidate must be in direct sight of the
supervisor at all times. Use of resources and
interaction with other candidates is tightly
prescribed.
Informal supervision
(Medium level of control)
Questions/Tasks are outlined, the use of resources
is not tightly prescribed and assessable outcomes
may be informed by group work.
Supervision is confined to:
 ensuring that the contributions of individual
candidates are recorded accurately; and
 ensuring that plagiarism does not take place.
The supervisor may provide limited guidance to
candidates.
Limited supervision
(Low level of control)
Requirements are clearly specified, but some work
may be completed without direct supervision and
will not contribute directly to assessable
outcomes.
30
Term
Definition
Mark scheme
A scheme detailing how credit is to be awarded in
relation to a particular unit, component or task
Normally characterises acceptable answers or
levels of response to questions/tasks or parts of
questions/tasks and identifies the amount of
credit each attracts
tf
May also include information about unacceptable
answers
Task
A discrete element of external or controlled
assessment that may include examinations,
assignments, practical activities and projects
Task marking
Specifies the way in which credit is awarded for
candidates’ outcomes
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r
Involves the use of mark schemes and/or marking
criteria produced by the awarding body
Task setting
D
The specification of the assessment requirements
Tasks may be set by awarding bodies and/or
teachers, as defined by subject-specific
regulations. Teacher-set tasks must be developed
in line with awarding body specified requirements.
Task taking
The conditions for candidate support and
supervision, and the authentication of candidates’
work
Task taking may involve different parameters from
those used in traditional written examinations. For
example, candidates may be allowed supervised
access to sources such as the internet.
Unit
The smallest part of a qualification that is formally
reported and can be separately certificated
May comprise separately assessed components
31
Appendix 2
Glossary of Terms for Rubrics for Examinations
The following sections provide examples of the types of rubrics (English and French)
which will be used in the examinations. These examples are neither prescriptive nor
exhaustive but are intended as a general guide to candidates. Variations may be used as
appropriate.
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GCSE Rubrics
Speaking Rubrics
You are talking to…
Your teacher will play the part of…
Your teacher will speak first.
You should address…
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Listening Rubrics
Listening Foundation Tier
Answer all questions.
Read the sentence(s) below.
Read the information below.
Answer in English.
Answer all questions in English.
Answer the following question(s) in English.
Complete the following sentence(s) in English.
Tick () the correct box.
Tick () the two correct boxes.
Tick () the correct ending(s) to the sentences.
Fill in the gaps/spaces in English.
Fill in the gaps/spaces with the letters/numbers of the correct word from the box below.
Read…
Underline the…
Write the correct letter in the box beside the name of each person.
Write the letter of the correct phrase/word into the box below.
Write the answers in English in the boxes below.
French
D
French Instructions
English Translations
Ecris la réponse correcte dans la case.
Complète la phrase en français.
Ecris P = positif, N = négatif ou P+N =
positif et négatif.
Write the correct answer in the box.
Complete the phrase in French.
Write P = positive, N = negative or P+N =
positive and negative.
32
Listening Higher Tier
Read the sentence(s) below.
Read the information below.
Answer in English.
Fill in the gaps/spaces in English.
Fill in the gaps/spaces with the letters/numbers of the correct word from the box below.
Read…
Underline the…
Write the correct letter in the box beside the name of each person.
Write the letter of the correct phrase/word into the box below.
Write the answers in English in the boxes below.
tf
a
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French
French Instructions
Ecris V = vrai, F = faux ou ? = on ne sait
pas.
Ecris le bon numéro dans la case.
Ecris la phrase correcte dans la case.
D
Write V = true, F = false or ? = not
known.
Write the correct number in the box.
Write the correct phrase in the box.
Reading Foundation Tier
Read…
Answer in English.
Underline the…
Read this email from [name].
Read this poster.
Complete the boxes in English.
Write the correct letter in the boxes below.
33
French
French Instructions
Coche () les [deux/trois/quatre…]
bonnes cases.
Complète la phrase.
Complète le paragraphe.
Ecris la bonne lettre dans la case.
Ecris la bonne lettre pour décrire…
Lis ce dépliant.
Lis ce poster.
Lis ce SMS de [name].
Lis ces gros titres dans un journal.
Lis cette annonce dans un magazine pour
les jeunes.
Lis cette petite annonce.
Fais correspondre les images et le texte et
écris les [deux/trois/quatre…] bonnes
lettres dans les cases.
Trouve les bonnes paires et complète les
phrases.
Utilise les mots dans la case.
Utilise les mots dans la case et écris la
bonne lettre.
Tick () the [two/three/four…] correct
boxes.
Complete the sentence.
Complete the paragraph.
Write the correct letter in the box.
Write the correct letter to describe…
Read this leaflet.
Read this poster.
Read [name’s] text message.
Read the headlines from a newspaper.
Read this advert from a magazine for
young people.
Read this advert.
Match the pictures with the text and write
the [two/three/four…] correct letters in
the boxes.
Match the pairs to complete the
sentences.
Use the words in the box.
Use the words in the box and write the
correct letter.
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r
tf
D
Reading Higher Tier
Read…
Answer in English.
Underline the…
Complete the boxes in English.
Read the passage(s) and answer the following question(s).
Read this poster…
Read this entry…
Read this sign…
Read this diary…
Read this menu…
Read what [name] says…
Read this blog/email…
Write the correct letter in the boxes below.
34
Write the [two/three/four…] correct letters in the boxes.
French
French Instructions
Coche () les [deux/trois/quatre…]
bonnes cases.
Complète le paragraphe.
Complète la phrase.
Ecris la bonne lettre dans la case.
Ecris les [deux/trois/quatre…] bonnes
Ecris la bonne lettre pour décrire…
Lis ce dépliant.
Lis cet email.
Lis ce poster.
Lis ce SMS de [name].
Lis ces gros titres dans un journal.
Lis cette annonce dans un magazine pour
les jeunes.
Lis cette petite annonce.
Fais correspondre les images et le texte
et écris les [deux/trois/quatre…] bonnes
Fais correspondre les phrases et les
images pour compléter le paragraphe.
Trouve les bonnes paires et complète les
phrases.
Utilise les mots dans la case.
Utilise les mots dans la case et écris la
bonne lettre.
Tick () the [two/three/four…] correct
boxes.
Complete the paragraph.
Complete the sentence.
Write the correct letter in the box.
Write the [two/three/four…] correct
letters in the boxes.
Write the correct letter to describe…
Read this leaflet.
Read this email.
Read this poster.
Read [name’s] text message.
Read the headlines from a newspaper.
Read this advert from a magazine for
young people.
Read this advert.
Match the pictures with the text and
write the [two/three/four…] correct
letters in the boxes.
Match the sentences and the pictures to
complete the paragraph.
Match the pairs to complete the
sentences.
Use the words in the box.
Use the words in the box and write the
correct letter.
D
a
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Writing Rubrics
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Writing Foundation Tier
List the…
Use the spaces provided below.
Write in French.
Write a sentence for each answer.
Answer the questions in French.
Translate the English sentences into French and write the answer in the spaces provided
below.
Choose ONE question from the three options provided and write your answer in French.
Writing Higher Tier
Write a sentence for each answer.
35
Answer the questions in French.
Read the…
Answer the questions in the spaces provided below.
Translate the English sentences into French.
Write the answer in the spaces provided below.
Choose ONE question from the three options provided and write your answer in French.
a
r
tf
D
36
Appendix 3
French Grammar and Structures
GCSE students are expected to acquire knowledge and understanding of French
grammar during their course. The examinations will require them to apply their
knowledge and understanding, drawing from the following lists. The examples in
brackets are indicative, not exclusive. For structures marked (R), only receptive
knowledge is required.
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French (Foundation Tier)
Grammar and Structures
Nouns
Gender
Examples
a
r
Singular and plural forms
Le/Un garçon
La/Une fille
Le stylo/Les stylos
Une règle/Des règles
Common irregular forms:
Le journal/Les journaux
Articles
Definite, indefinite and partitive, including use Le, la, l’, les
of de after negatives
Un, une, des
Du, de la, de l’, des
Pas de
Adjectives
Agreement
D
Comparative and superlative: regular and
meilleur
Une petite chambre
Common irregular forms:
Beau/Belle
Un pantalon noir
Un bon gâteau
(Le) plus petit
(Le) moins grand
Demonstrative
Indefinite
Possessive
Interrogative
Ce, cet, cette, ces
Chaque, quelque
Mon, ma, mes, etc.
Quel(s), quelle(s)
Position
Adverbs
Comparative and superlative 
Regular
Interrogative
37
Plus … que, moins … que,
aussi … que
Vraiment, malheureusement
Comment, quand, où, pourquoi
Adverbs of time and place
Aujourd’hui, demain
Ici, là-bas
D’habitude, de temps en temps,
à droite, de bonne heure, en retard
Common adverbial phrases
Quantifiers/Intensifiers
Très, assez, beaucoup, peu, trop
Pronouns
Personal: all subjects, including on
Reflexive
Relative: qui
Relative: que (R)
Object: direct (R) and indirect (R)
tf
Me (m’), te (t’), se (s’), nous, vous
Mon ami qui s’appelle Pierre
Le film que je préfère
Me, te, le, la, nous, vous, les
Lui, leur
Je le vois
Tu la leur donnes
Moi, toi, lui, elle
Nous, vous, eux, elles
Ça, cela
Quelqu’un, quelque chose
Qui, que
J’y vais
Je n’en ai pas
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r
Position and order of object pronouns (R)
Disjunctive/Emphatic
Demonstrative
Indefinite
Interrogative
Use of y, en (R)
D
Verbs
Regular and irregular verbs, including reflexive Jouer, finir, vendre
verbs
Avoir, être, faire
Se coucher
All persons of the verb, singular and plural
Je, tu, il, elle, on
Nous, vous, ils, elles
Negative forms
Ne … pas, ne … plus, ne … jamais
Ne … rien, ne … personne
Interrogative forms
As-tu un bic ?
Est-ce que tu as un chien ?
Modes of address;
Tu, vous
Impersonal verbs
Il faut
Il y a
Verbs followed by an infinitive, with or
Aimer faire
without a preposition
Aider à faire
Avoir besoin de faire

Tenses
Present
Perfect
38
Je joue, je finis, je vends
J’ai, je suis
J’ai joué, j’ai fini, j’ai vendu
J’ai eu, j’ai été
Imperfect: avoir, être and faire
Other common verbs in the imperfect tense
(R)
Immediate future
Future (R)
Conditional: vouloir and aimer
Pluperfect (R)
Passive voice: present tense (R)
Imperative
Present participle (R)
Je vais jouer, je vais avoir
Je jouerai, je finirai, je vendrai
J’aurai, je serai
Je voudrais, j’aimerais
J’avais joué, j’avais fini, j’avais
vendu
J’avais eu, j’avais été
Le ménage est fait par mon père.
Ferme/Fermez la porte !
Mangeons ensemble !
Jouant, allant
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a
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Prepositions
Common prepositions
Common compound prepositions
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Conjunctions
Common coordinating conjunctions
J’avais, j’étais, je faisais
Je jouais, je voulais
Common subordinating conjunctions
Number, quantity, dates and time
Including use of depuis with present tense
39
À, au, à l’, à la, aux
De, du, de l’, de la, des
Après; avant; avec; chez; contre
Dans, depuis, derrière, devant, entre
Pendant, pour, sans, sur, sous, vers
À côté de, près de, en face de,
à cause de, au lieu de
Car, donc, ensuite, et, mais, ou,
ou bien, puis
Comme, lorsque, parce que,
puisque, quand, que, si
J’habite ici depuis cinq ans.
French (Higher Tier)
All grammar and structures listed for Foundation Tier, as well as:
Grammar and Structures
Examples
Adjectives
Comparative and superlative, including
meilleur, pire
Ce stylo est meilleur que l’autre.
C’était le pire jour de ma vie.
Adverbs
Comparative and superlative, including
mieux, le mieux
Elle joue mieux que les autres.
C’est elle qui joue le mieux.
Pronouns
Use of y, en
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Relative: que
Relative: dont (R)
Object: direct and indirect
Position and order of object pronouns
Demonstrative: celui (R)
D
Possessive: le mien (R).
Verbs
Tenses
Future
Imperfect
Conditional
Pluperfect
Passive voice; future, imperfect, perfect
tense (R)
Perfect infinitive
Present participle, including use after en
Subjunctive mood: present, in commonly
used expressions (R)

tf
J’y vais en août.
Il y pense souvent.
Elle en a déjà.
Le roman que j’ai acheté était en solde.
Je n’ai pas vu le film dont il parle.
Me, te, le, la, nous, vous, les
Je vous présenterai Sophie.
Il me l’a dit.
Je préfère celui-ci.
Je prends celle-là.
Le mien est rouge.
Time
Including use of depuis with imperfect
tense
Je prendrai, je m’amuserai
Je voulais, il fumait
Je visiterais, j’irais
J’avais perdu, j’étais tombé
Le paquet a été trouvé par un passant.
Après avoir pris mon petit déjeuner…
Je suis tombé en jouant.
Il faut que je me lève.
J’attendais le bus depuis dix minutes.
40
Appendix 4
French Core Minimum Vocabulary List
Context for Learning 1: Identity, Lifestyle and Culture
Ma famille et moi, les
rapports familiaux et les choix
Myself, my family,
relationships and choices
Ma famille et moi
l’adulte [m/f]
aîné
l’ami/l’amie
l’amour [m]
le bébé
le beau-fils
le beau-frère
le beau-père
la belle-fille
la belle-sœur
la belle-mère
cadet/cadette
célibataire
le copain/la copine
le couple
le cousin/la cousine
le demi-frère
la demi-sœur
divorcé
l’enfant [m/f]
ensemble
la famille
la fille
le fils/la fille unique
le fils
la femme
le frère
le garçon
la grand-mère
les grands-parents [mpl]
le grand-père
l’homme [m]
les jumeaux/les jumelles
maman
le mari
la mère
la naissance
Myself and my family
adult
older
friend
love
baby
stepson
brother-in-law
father-in-law, stepfather
daughter-in-law, stepdaughter
sister-in-law
mother-in-law, stepmother
younger
single
male friend/female friend
couple
cousin
half-brother, stepbrother
half-sister, stepsister
divorced
child
together
family
daughter, girl
only son/daughter
son
wife, woman
brother
boy
grandmother
grandparents
grandfather
man
twins
mum
husband
mother
birth
D
a
r
tf
41
né[e] le...
le neveu/la nièce
le nom
l’oncle [m]
papa
les parents [mpl]
le/la partenaire
le père
le petit ami/la petite amie
le petit-fils/la petite-fille
le prénom
les rapports [m]
séparé
la sœur
la tante
veuf/veuve
L’apparence physique/
Les descriptions
amusant
la barbe
bavard
bête
bouclé
casse-pieds
les cheveux [m]
court
drôle
égoïste
fâché
frisé
généreux/généreuse
gentil/gentille
grand
gros/grosse
heureux/heureuse
impatient
injuste
jeune
joli
laid
long/longue
les lunettes [fpl]
maigre
maladroit
méchant
mi-long/mi-longue
born on the...
nephew/niece
name
uncle
dad
parents, relatives
partner
father
boyfriend/girlfriend
grandson/granddaughter
first name
relationships
separated
sister
aunt
widower/widow
D
a
r
tf
Appearance/Descriptions
funny
beard
chatty, talkative
stupid, silly
curly
a nuisance
hair
short (describing hair)
witty
selfish
angry
curly
generous
kind, nice
tall
fat
happy
impatient
unfair
young
pretty
ugly
long
glasses
thin
clumsy
naughty
medium length
42
mince
mort
le nez
paresseux/paresseuse
pénible
petit
plein de vie
raide
le sens de l’humour
sérieux
sportif/sportive
sympa
de taille moyenne
timide
tranquille
travailleur/travailleuse
triste
vieux/vieil/vieille
vif/vive
les yeux [mpl]
Verbes
adorer
aimer
s’appeler
avoir
bavarder
compter sur
connaître
critiquer
détester
dire
être
se disputer
divorcer
s’entendre avec
épouser
se faire des amis
gêner
se marier (avec)
se mettre en colère
partager
pleurer
porter
préférer
rencontrer/se rencontrer
rêver
slim
dead
nose
lazy
annoying
short (in height)
full of life
straight
sense of humour
serious
sporty
kind, nice
medium height
shy
quiet, calm
hard-working
sad
old
lively
eyes
D
a
r
tf
Useful verbs
to love
to like, love
to be called
to have
to chat
to count on, rely on
to know
to criticise
to hate
to say, tell
to be
to argue
to divorce
to get on with
to marry
to make friends
to embarrass
to get married (to)
to get angry
to share
to cry
to wear
to prefer
to meet
to dream
43
rire
sourire
to laugh
to smile
Les médias sociaux
Social media
le blog
le commentaire
la communauté
le compte
le contact
la discussion
le forum
le mot de passe
la photo de profil
le profil
le réseau social
l’utilisateur [m]
blog
comment
community account
contact
discussion
forum
password
profile photo
profile
social network user
Verbes
ajouter comme ami
se connecter
envoyer un message
fermer (une session)
s'identifier
s'inscrire
partager
suivre
D
a
r
tf
Useful verbs
to ‘friend’
to connect to send a message
to log out to log in to sign up, to register to share to follow
Les nouvelles technologies
New technology
le clavier
la clé USB
l’écran [m]
l’imprimante [f]
le jeu
en ligne
le logiciel
l’ordinateur [m]
l’ordinateur portable [m]
la tablette
la souris
l’adresse [f]
le courriel
le disque compact
l’e-mail, email [m]
le lien
le podcast
keyboard
USB memory stick
screen
printer
game
online
software
computer
laptop
tablet
mouse
address
email message
CD
email
link
podcast
44
le site internet
la toile, le web
le WiFi
l’appareil-photo [m]
la carte SIM
équipé de
la facture
le GPS
gratuit
le portable
la sonnerie
un texto
internet site
web
wifi
camera
SIM card
equipped with
bill
sat-nav
free
mobile phone
ringtone
text message
Verbes
allumer
appeler
cliquer
copier
envoyer
éteindre
graver
imprimer
mettre en ligne
réduire
taper
télécharger
téléphoner à
Useful verbs
to switch on
to call
to click
to copy
to send
to switch off
to burn
to print
to upload
to minimise
to type
to download
to phone
Les loisirs
D
a
r
Les loisirs
les actualités [fpl]
l’article [m]
la bande dessinée (une BD)
le barbecue
la batterie
la bibliothèque
les écouteurs [mpl]
la chaîne
la chanson
le chanteur/la chanteuse
le cinéma
la clarinette
le clavier
la comédie
la comédie musicale
le concert
le dessin animé
tf
Free time and leisure
Free time and leisure
news
article
comic book
barbecue
drums
library
headphones
tv channel
song
singer
cinema
clarinet
keyboard
comedy
a musical
concert
cartoon
45
le documentaire
l’écran plat [m]
l’émission [f]
le feuilleton
le film
le film d’aventure/d’horreur
le film policier
le film sous-titré
la flûte
le genre
le grand écran
le groupe
la guitare
les informations [fpl]
l’instrument [m]
le jeu télévisé
le journal
le lecteur DVD
la lecture
le livre
le magazine, la revue
la météo
la musique
la musique rock/pop/classique
numérique
le petit écran
le piano
la publicité
la radio
le rap
le roman
la série
la télé par satellite
la télévision
la trompette
le violon
la voix
Les animaux
l’âne [m]
l’araignée [f]
le chat
le cheval
la chèvre
le chien
le cochon
le cochon d’Inde
documentary
flat screen
programme
soap
film
adventure/horror film
detective film
subtitled film
flute
genre
the big screen
band, group
guitar
news
instrument
game show
newspaper
DVD player
reading
book
magazine
weather forecast
music
rock/pop/classical music
digital
small screen, TV
piano
advert
radio
rap music
novel
series
satellite TV
television
trumpet
violin
voice
tf
D
a
r
Animals
donkey
spider
cat
horse
goat
dog
pig
guinea pig
46
le hamster
l‘insecte [m]
le lapin
le lézard
le mouton
l’oiseau [m]
le perroquet
la perruche
le poisson
le poisson rouge
la poule
le renard
le serpent
la souris
le taureau
la tortue
la vache
hamster
insect
rabbit
lizard
sheep
bird
parrot
budgie
fish
goldfish
hen
fox
snake
mouse
bull
tortoise
cow
a
r
tf
Shopping
Les achats
See Mon village/Ma ville et ma région [Context 2] for additional vocabulary.
l’après-rasage [m]
l’argent [m]
les baskets [fpl]
les bijoux [mpl]
le billet
bon marché
la boutique
les bottes [fpl]
le cadeau
la caisse
la carte bancaire/de crédit
la casquette
la ceinture
le centre commercial
le chapeau
les chaussettes [fpl]
les chaussures [fpl]
la chemise
cher/chère
le cuir
l'écharpe [f]
les gants [mpl]
un grand magasin
l'imperméable [m]
le jean
la jupe
la laine
D
aftershave
money, silver
trainers
jewellery
banknote
cheap
shop
boots
present
cash register
bank/credit card
cap
belt
shopping centre
hat
socks
shoes
shirt
expensive
leather
scarf
gloves
department store
raincoat
jeans
skirt
wool
47
le magasin
le maillot de bain
le maquillage
la monnaie
la montre
l’or [m]
le pantalon
le parfum
le portefeuille
le porte-monnaie
les articles/produits de toilette [mpl]
le pull
le reçu, le ticket de caisse
la robe
le sac
le sac à main
les sandales [fpl]
le short
la soie
les soldes
le souvenir
le sweat à capuche
le T-shirt
la veste
les vêtements [mpl]
le bricolage
le club des jeunes
la danse
les échecs [mpl]
le jeu de société
le jouet
le match
les mots croisés [mpl]
le parc d’attractions
la pêche
la peinture
le rendez-vous
le skate
la soirée
la soirée pyjama
le spectacle
le théâtre
tf
a
r
D
Verbes
acheter
s’agir de
aller
shop
swimming costume
make-up
change
watch
gold
trousers
perfume
wallet
purse
toiletries
jumper
receipt
dress
bag
handbag
sandals
shorts
silk
the sales
souvenir
hoodie
T-shirt
jacket
clothes
DIY
youth club
dancing
chess
board game
toy
match
crossword
theme park
fishing
painting
meeting, date
skateboarding
party
sleepover
show
theatre
Useful verbs
to buy
to be about
to go
48
s’amuser
avoir envie de
chanter
danser
dessiner
se détendre
écouter
enregistrer
s’entraîner
faire la grasse matinée
inviter
jouer
lire
peindre
pouvoir
regarder
rester
sortir
traîner
venir
voir
vouloir
Daily routine
Also see Days, months, seasons and Time.
l’après-midi [m/f]
la brosse à cheveux/à dents
chez moi
le déjeuner
demain
le dîner
le goûter
hier
le lundi
à la maison
maintenant
le matin
la pause-café
le petit déjeuner
en retard
le réveil
le soir
souvent
tard
tf
a
r
D
La routine quotidienne
to have fun
to feel like, want to
to sing
to dance
to draw
to relax
to listen
to record
to practise
to lie in
to invite
to play
to read
to paint
to be able to
to watch
to stay
to go out
to hang out (with friends)
to come
to see
to want
(in) the afternoon
hairbrush/toothbrush
at my house
lunch
tomorrow
dinner, evening meal
afternoon snack
yesterday
on Mondays
at home
now
(in) the morning
coffee break
breakfast
late
alarm clock
(in) the evening
often
late
49
Verbes
attendre
avoir chaud
avoir faim
avoir froid
avoir soif
boire
se brosser les dents/cheveux
se coucher
descendre
se déshabiller
se doucher
s’habiller
se laver
se lever
manger
se maquiller
mettre
prendre le petit déjeuner
se préparer
promener le chien
se promener
quitter la maison
rentrer (à la maison)
se raser
se réveiller
Useful verbs
to wait for
to be hot, warm
to be hungry
to be cold
to be thirsty
to drink
to brush your teeth/hair
to go to bed
to go downstairs
to undress
to take a shower
to get dressed
to wash
to get up
to eat
to put on make-up
to put on (clothes)
to have breakfast
to get ready
to walk the dog
to go for a walk
to leave the house
to go home
to shave
to wake up
tf
D
a
r
Les coutumes, les fêtes et les
célébrations
Customs, festivals and
celebrations
l’anniversaire [m]
Bon anniversaire!
le baptême
les bougies [fpl]
la boum
le cadeau
la carte
le défilé
le drapeau
l’église [f]
l’enterrement [m]
la fête
la fête nationale
le feu d’artifice
les fiançailles [fpl]
le jour férié
Joyeux Noël!
les lumières [fpl]
birthday
Happy birthday!
christening
candles
party
present
card
procession
flag
church
funeral
celebration, festival
Bastille Day (French national holiday)
fireworks display
engagement
bank holiday
Happy Christmas!
lights
50
Mardi gras
le mariage
la messe
la mort
la mosquée
la naissance
le nouvel an
Noël
Pâques
le père Noël
le poisson d’avril
le ramadan
le réveillon
la Saint-Sylvestre
la synagogue
la Toussaint
la veille de Noël
Verbes
décorer
donner
envoyer
fêter
jeûner
mourir
naître
offrir
recevoir
souhaiter
Shrove Tuesday
wedding
mass
death
mosque
birth
New Year
Christmas
Easter
Father Christmas
April Fools’ day
Ramadan
Christmas Eve
New Year’s Eve
synagogue
Hallowe’en
Christmas Eve
tf
D
a
r
Useful verbs
to decorate
to give
to send
to celebrate
to fast
to die
to be born
to give (a present)
to receive
to wish
51
Context for Learning 2: Local, National, International
and Global Areas of Interest
Mon environnement local
My local environment
Ma maison
le bureau
la cave
la chambre
chez moi
la cuisine
l'escalier [m]
l'entrée [f]
l’étage
le garage
le grenier
le jardin
les pièces [fpl]
le premier étage
le rez-de-chaussée
la salle
la salle d'eau
la salle de bains
la salle de séjour
la salle à manger
le salon
la terrasse
la véranda
les WC
My house
office, study
basement
bedroom
at my house, at home
kitchen
stairs
entrance hall
floor
garage
attic, loft
garden
rooms
first floor
ground floor
room
shower room, wet room
bathroom
lounge
dining room
lounge
patio
conservatory
toilet
a
r
D
Dans ma maison
l’armoire [f]
l'assiette [f]
le béton
la bibliothèque
le bois
la boîte
le canapé
la chaise
le chauffage central
la climatisation
le congélateur
le couteau
les couverts
la cuisinière
la douche
en bas
tf
In my house
wardrobe
plate
concrete
bookcase
wood
box, can
sofa
chair
central heating
air conditioning
freezer
knife
cutlery
cooker
shower
down, downstairs
52
en haut
l’évier [m]
l’escalier [m]
l’étagère [f]
la fenêtre
le fer
le fauteuil
le four
la fourchette
le frigo
le gazon
le lavabo
le lave-vaisselle
le lave-linge
le lit
la machine à laver
les meubles
le micro-onde
le miroir
la moquette
le mur
les rideaux [mpl]
la pelouse
le plancher
le plafond
le placard
la porte
le tapis
le verre
tf
a
r
D
Les tâches ménagères
débarrasser la table
faire la cuisine
faire les courses
faire le jardinage
faire la lessive
faire le lit
faire le ménage
faire le repassage
faire la vaisselle
mettre la table
nettoyer
passer l’aspirateur
promener le chien
sortir la poubelle
ranger
up, upstairs
kitchen sink
stairs
shelf
window
iron
armchair
oven
fork
fridge
grass
bathroom sink
dishwasher
washing machine
bed
washing machine
furniture
microwave
mirror
carpet
wall
curtains
lawn
floor
ceiling
cupboard
door
carpet, rug
glass
Household jobs
to clear the table
to do the cooking
to go shopping
to do the gardening
to do the washing
to make the bed
to do the housework
to do the ironing
to do the washing up
to set the table
to clean
to do the vacuuming
to walk the dog
to put the bin out
to tidy
53
Mon village/Ma ville et ma région
les animaux [mpl]
animé
l’arbre [m]
l’appartement [m]
la banlieue
la banque
la bibliothèque
le bord de la mer
la boucherie
la boulangerie
la boutique
bruyant
calme
la campagne
le centre-ville
le centre sportif
le champ
la charcuterie
le château
la circulation
le coiffeur/la coiffeuse
le coin
les distractions
l’église [f]
les embouteillages [m]
l’épicerie [f]
la ferme
les feux (de signalisation) [mpl]
les fleurs [f]
la forêt
la gare
la gare routière
le grand magasin
l’hôtel [m] de ville
l’hypermarché [m]
le lac
la librairie
le magasin de jouets
les magasins [mpl]
la maison
la maison individuelle
la maison jumelée
le marché
la mer
les montagnes [fpl]
My village/My town and my region
animals
lively
tree
a flat
suburb
bank
library
seaside
butcher’s
bakery
shop
noisy
calm
country
shopping centre
town centre
leisure centre
field
pork butcher’s, deli
castle
traffic
hairdresser’s
corner
amusements, entertainment
church
traffic jams
grocer’s
a farm
traffic lights
flowers
forest
train station
bus station
department store
town hall
hypermarket, superstore
lake
bookshop
toy shop
shops
house
detached house
semi-detached house
market
the sea
mountains
a
r
tf
D
54
le musée
l’office [m] de tourisme
le panneau
la pâtisserie
la pharmacie
la piscine
la place
la plage
la poissonnerie
le pont
la poste
la rivière
le lac
le rond-point
la route
la rue
la station-service
le supermarché
la villa
le village
la ville
la ville commerciale
la ville historique
la ville industrielle
la ville touristique
la zone piétonne
à côté de
à droite
à gauche
le centre
de l'autre côté
devant
derrière
en face de
l’est
ici
là
là-bas
loin (de)
le nord
l’ouest
partout
près (de)
quelque part
tf
a
r
D
Les directions
Also see Prepositions.
museum
tourist office
signpost
bakery, cake shop
chemist
swimming pool
square
beach
fishmonger’s
bridge
post office
river
lake
roundabout
road
street
petrol station
supermarket
villa
village
town
commercial town
historical town
industrial town
tourist town
pedestrian zone
Directions
next to, beside
on the right
on the left
the centre
on the other side
in front of
behind
opposite
east
here
there
over there
far (from)
north
west
everywhere
near (to)
somewhere
55
le sud
tout droit
tout près
toutes directions
south
straight ahead
very near
all directions
Les voyages
à cheval
à moto
à pied
à vélo
l’aéroport [m]
l’arrêt [m] de bus
l’automobiliste [m/f]
l’autoroute [f]
l’autobus [m]
la carte
en autobus
en avion
en bateau
en car
en taxi
en tram(way)
en voiture
le métro
en train
le parking
le passage
le péage
le piéton
le retard
la station-service
le trajet
le vol
le voyageur
Getting around
by horse
by motorbike
on foot
by bike
airport
bus stop
motorist (travelling by car)
motorway
bus
map
by bus
by plane
by boat
by coach
by taxi
by tram
by car
underground (train)
by train
car park
passenger
toll booth
pedestrian
delay
petrol station
journey
flight
traveller
a
r
D
En voiture
l’essence
le feu rouge
les freins [mpl]
le gazole
le permis de conduire
le pneu (crevé)
la roue
le volant
tf
Travelling by car
petrol
red light
brakes
diesel
driving licence
(flat) tyre
wheel
steering wheel
56
En train
l’aller-retour [m]
les arrivées [fpl]
les bagages [mpl]
le billet
le billet simple
la consigne
les départs [m]
l’entrée [f]
la gare
le guichet
l’horaire [m]
le quai
les renseignements [mpl]
la salle d’attente
la sortie
la sortie de secours
la valise
Verbes
acheter
atterrir
avoir un accident
chercher
composter
conduire
continuer
décoller
faire une croisière
faire du shopping
manquer, rater
marcher
perdre
renverser
se trouver
sortir
stationner
tomber en panne
travailler
trouver
visiter
voyager
Travelling by train
return ticket
arrivals
luggage
ticket
single ticket
left luggage
departures
entrance
(train) station
ticket office
timetable
platform
information
waiting room
exit
emergency exit
suitcase
tf
a
r
D
Useful verbs
to buy
to land (plane)
to have an accident, crash
to look for
to validate a ticket
to drive
to continue
to take off (plane)
[to go] on a cruise
to do some shopping
to miss (train, bus)
to walk
to lose
to run over
to be situated
to go out
to park
to break down
to work
to find
to visit (a place)
to travel
L’environnement en général
The wider environment
Le temps
l'averse [f]
le brouillard
The weather
shower
fog
57
la brume
la chaleur
chaud
le ciel
le climat
couvert
l'éclair [m]
les éclaircies [fpl]
ensoleillé
froid
la glace
humide
la météo
le nuage
nuageux
l'ombre [f]
l’orage [m]
orageux
la pluie
le soleil
sec/sèche
la tempête
le temps
le tonnerre
le vent
tf
a
r
D
L’environnement
la centrale nucléaire
le charbon
la consommation
la contamination
la couche d'ozone
le déboisement
les déchets nucléaires [mpl]
les détritus [mpl]
l'effet [m] de serre
l'électricité [f]
l'énergie [f] éolienne
l'énergie [f] nucléaire
l'énergie [f] solaire
l'essence [f]
le gaspillage
le gaz carbonique
la guerre
le monde
mondial
les ordures [fpl]
mist
heat
hot
sky
climate
overcast
lightning
sunny spells
sunny
cold
ice
humid
weather forecast
cloud
cloudy
shade
storm
stormy
rain
sun
dry
storm
weather
thunder
wind
The environment
nuclear power station
coal
consumption
contamination
ozone layer
deforestation
nuclear waste
waste
greenhouse effect
electricity
wind power
nuclear energy
solar power
petrol
wastage
carbon gas
war
the world
worldwide
rubbish
58
le pétrole
la pollution
la pluie acide
le recyclage
le réchauffement de la planète
renouvelable
les ressources [fpl]
surpeuplé
sans plomb
la Terre
le tremblement de terre
le trou
la vague
Les espèces menacées
la baleine
le dauphin
l’éléphant [m]
la girafe
le lion
l’oiseau [m]
l’ours [m]
le panda
le poisson
le renard
le rhinocéros
le singe
le tigre
Verbes
briller
contaminer
être au chômage
faire beau
faire mauvais
gaspiller
geler
neiger
nuire à
pleuvoir
polluer
protéger
préserver
sauvegarder
crude oil
pollution
acid rain
recycling
global warming
renewable
resources
overpopulated
unleaded
Earth
earthquake
hole
wave
D
a
r
tf
Endangered species
whale
dolphin
elephant
giraffe
lion
birds
bear
panda
fish
fox
rhino
monkey
tiger
Useful verbs
to shine
to pollute
to be unemployed
to be fine (weather)
to be bad (weather)
to waste
to freeze
to snow
to harm
to rain
to pollute
to protect
to preserve
to safeguard
59
Les problems sociaux
Social issues
La pauvreté/Les sans-abris
l’aide [f]
l’aide humanitaire
le/la bénévole
le chômage
le chômeur/la chômeuse
la collecte
le foyer
les sans-abris [mpl]
le/la SDF (sans domicile fixe)
Poverty/Homelessness
aid
humanitary aid
voluntary worker
unemployment
unemployed person
funds raised
hostel
the homeless
a homeless person
Le bénévolat
améliorer
aider
l’association [f] caritative
changer
donner
faire du bénévolat
le gouvernement
résoudre
le pays développé
le pays en voie de développement
la responsabilité
toucher
Voluntary work
to improve
to help
charity
to change
to give
to do voluntary work
government
to resolve
developed country
developing country
responsibility
to affect
a
r
D
La santé et le mode de vie
L’exercice/Le sport
l’alpinisme [m]
l’arbitre [m]
l’athlétisme [m]
le ballon
les boules [fpl]
le but
le canoë
la course
le cyclisme
le/la cycliste
l’équipe
l’équitation
l’escalade [f]
le filet
le fan(atique) de
les fléchettes [fpl]
la formation
le gymnase
tf
Health and lifestyle
Exercise/Sport
climbing
referee
athletics
ball
bowls
goal
canoeing
race
cycling
cyclist
team
horse-riding
climbing
net
fan of
darts
training
gymnasium
60
le match/match nul
la natation
la partie
le patinage
le patin à glace/patin à roulettes
la patinoire
la pêche
la pétanque
la piscine
la piste
la planche à roulettes/planche à voile
le plein air
la plongée sous-marine
la promenade
la randonnée
le randonneur/la randonneuse
le roller
le skate
sportif
les sports nautiques [mpl]
le stade
le supporter
la voile
le volley
le VTT
match/draw
swimming
game
skating
ice skating, roller skating
skating rink
fishing
bowls
swimming pool
track
skateboard/windsurfing
open air
diving
walk
walk, hike
hiker
roller skate, skating
skateboarding
sporty
watersports
stadium
fan, supporter
sailing
volleyball
mountain bike, mountain-biking
La nourriture et les boissons
l’abricot [m]
l’addition [f]
l’agneau [m]
l’ail [m]
l’alcool [m]
alcoolisé
l’alimentation [f]
l’ananas [m]
le bacon
la banane
le beurre
la bière
le bifteck
le biscuit
le bœuf
la boisson
la boisson gazeuse
la boîte
la bouteille
les bonbons [mpl]
Food and drink
apricot
bill
lamb
garlic
alcohol
alcoholic
food, groceries
pineapple
bacon
banana
butter
beer
steak
biscuit
beef
drink
fizzy drink
box, can, tin
bottle
sweets
D
a
r
tf
61
la bouteille
le café
le cacao
la carotte
la casserole
le casse-croûte
le cassis
à la carte
les céréales [fpl]
la cerise
le champignon
les chips [mpl]
le chocolat
le chou
le chou-fleur
les choux de Bruxelles
le citron
le concombre
la confiture
la côte, côtelette
la crème
la crêpe
la crevette
le croque-monsieur
les crudités [fpl]
le curry
dégoûtant
le déjeuner
le dessert
la dinde
le dîner
l'eau
l’entrée [f]
épicé
les épinards [mpl]
l’escargot [m]
la faim
frais/fraîche
la fraise
la framboise
les frites
le fromage
le fruit
les fruits de mer
le gâteau
la glace
le glaçon
bottle
coffee
cocoa
carrot
stew
snack
blackcurrant
individually priced items on a menu
cereal
cherry
mushroom
crisps
chocolate
cabbage
cauliflower
Brussels sprouts
lemon
cucumber
jam
chop, cutlet
cream
pancake
shrimp
toasted ham/cheese sandwich
raw vegetables
curry
disgusting
lunch (midday)
dessert, pudding
turkey
dinner
water
entrance, starter
spicy
spinach
snail
hunger
cool, fresh
strawberry
raspberry
chips
cheese
fruit
seafood
cake
ice cream
ice cube
D
a
r
tf
62
le goûter
le haricot
les herbes fines [fpl]
l’huile [f]
le jambon
le jus
le lait
la laitue
les légumes [fpl]
la limonade
la margarine
le miel
un morceau
la moutarde
les noix [fpl]
les nouilles [fpl]
la nourriture
l’œuf
l’oignon [m]
l’omelette [f]
l’orange [f]
le pain
le pamplemousse
le panier
les pâtes [fpl]
la pêche
le petit déjeuner
les petits pois [mpl]
un peu
la pizza
le plat
le plat principal
le plat du jour
le plateau
les plats cuisinés
la poire
le poisson
le poivre
les poivrons [mpl]
la pomme
la pomme de terre
le pot
le potage, la soupe
le poulet
le pourboire
le produit
les provisions [fpl]
snack
bean
herbs
oil
ham
juice
milk
lettuce
vegetables
lemonade
margarine
honey
a piece
mustard
nuts
noodles
food
egg
onion
omelette
orange
bread, loaf
grapefruit
basket
pasta
peach
breakfast
peas
a little
pizza
dish
main course
dish of the day
tray
ready-made meals
pear
fish
pepper
peppers
apple
potato
jar, pot
soup
chicken
tip
product
foodstuff, groceries
D
a
r
tf
63
la prune
la purée
le raisin
la recette
le reçu
le repas
le riz
le rôti
la salade
le sandwich
satisfait
la sauce
le saucisson
la saucisse
le sel
le serveur/la serveuse
la spécialité
le sucre
les sucreries [fpl]
la tartine
le thé
le thon
la tranche
la tomate
la vanille
la viande
le vin
le vinaigre
le yaourt
Le corps
le bras
le cerveau
le cœur
le coude
la dent
le doigt
le dos
l’épaule [f]
l’estomac [m]
le genou
la gorge
la jambe
la main
le menton
le nez
l’œil [m]
plum
mashed potato
grape
recipe
receipt
meal
rice
roast, joint
salad
sandwich
satisfied
sauce
salami, cold sausage
sausage
salt
waiter/waitress
speciality
sugar
sweet things
slice of bread and butter
tea
tuna
slice
tomato
vanilla
meat
wine
vinegar
yoghurt
tf
D
a
r
The body
arm
brain
heart
elbow
tooth
finger
back
shoulder
stomach
knee
throat
leg
hand
chin
nose
eye
64
l’oreille [f]
le pied
les poumons [mpl]
la tête
le ventre
les yeux [mpl]
ear
foot
lungs
head
stomach
eyes
Chez le médecin/pharmacien
ça ne va pas
les comprimés [mpl]
fatigué
la fièvre
l’insolation [f]
malade
la maladie
l’ordonnance [f]
la grippe
les médicaments [mpl]
la pastille
la piqûre d’insecte/de moustique
le sirop
la toux
le remède
le rhume
At the doctor’s/pharmacy
I’m not well
pills
tired
fever
sunstroke
ill
illness
prescription
flu
medicine, medication
lozenge
insect bite/mosquito bite
(cough) medicine
cough
cure
cold
La santé
l’alcool [m]
l’anorexie [f]
la boulimie
la drogue
ivre
obèse
l’obésité [f]
le tabagisme
la toxicomanie
D
a
r
Verbes
arrêter
avoir chaud
avoir faim
avoir froid
avoir mal à…
avoir mal au cœur
avoir soif
se blesser
boire
courir
tf
Health
alcohol
anorexia
bulimia
drugs
drunk
obese
obesity
smoking
drug abuse
Useful verbs
to stop
to feel hot
to be hungry
to feel cold
to have a sore…
to feel sick
to be thirsty
to injure
to drink
to run
65
déguster
déjeuner
dîner
se droguer
emporter
essayer
faire
faire la cuisine
fumer
gagner
goûter
grimper
jouer
lancer
manger
patiner
pratiquer un sport
prendre
promener
sauter
se promener
se reposer
se soûler
vomir
Le monde
l'Afrique [f]
l'Allemagne [f]
l’Angleterre [f]
l’Australie [f]
l'Autriche [f]
la Belgique
la Bulgarie
le Canada
la Chine
Chypre [f]
la Croatie
le Danemark
l’Écosse [f]
l'Espagne [f]
l'Estonie [f]
les États-Unis [mpl]
la Finlande
la France
la Grèce
la Hongrie
tf
a
r
D
Les voyages et le tourisme
to taste
to have lunch
to have dinner
to take drugs
to take away
to try
to do
to cook
to smoke
to win
to taste
to climb
to play
to throw
to eat
to skate
to do sport
to take, to have (a meal)
to take for a walk
to jump
to have a walk
to rest
to get drunk
to vomit
Travel and tourism
The world
Africa
Germany
England
Australia
Austria
Belgium
Bulgaria
Canada
China
Cyprus
Croatia
Denmark
Scotland
Spain
Estonia
USA
Finland
France
Greece
Hungary
66
l’Inde
l'Irlande [f]
l'Italie [f]
le Japon
la Lituanie
la Lettonie
le Luxembourg
Malte [f]
les pays
les Pays-Bas [mpl]
le Pays de Galles
la Pologne
le Portugal
la République tchèque
la Roumanie
le Royaume-Uni
la Slovaquie
la Slovénie
la Suède
la Suisse
Les nationalités
américain
anglais
autrichien
britannique
canadien
chinois
européen
étranger
français
allemand
indien
irlandais
italien
japonais
écossais
espagnol
suisse
gallois
tf
a
r
D
Les vacances
à la campagne
à la montagne
au bord de la mer
l’appartement [m]
l’auberge [m] de jeunesse
India
Ireland
Italy
Japan
Lithuania
Latvia
Luxembourg
Malta
countries
the Netherlands
Wales
Poland
Portugal
Czech Republic
Romania
United Kingdom
Slovakia
Slovenia
Sweden
Switzerland
Nationalities
American
English
Austrian
British
Canadian
Chinese
European
foreigner
French
German
Indian
Irish
Italian
Japan
Scottish
Spanish
Swiss
Welsh
Holidays
in the country
in the mountains
by the seaside
apartment
youth hostel
67
le camping
la caravane
la clé
en ville
le gîte
l’hôtel [m] cinq étoiles
la location
le séjour
la tente
la villa
campsite
caravan
key
in the city
cottage
five-star hotel
the rental
stay
tent
villa
a
r
tf
D
68
Context for Learning 3: School Life, Studies and the
World of Work
Mes études
My studies
l’allemand [m]
l’anglais [m]
l’art dramatique [m]
la biologie
la chimie
le dessin
l’économie [f]
l’éducation physique [f]
l’espagnol [m]
le français
la géographie
la gymnastique
l’histoire [f]
l’informatique [f]
l’instruction civique [f]
l’irlandais
l’italien [m]
les langues étrangères
les langues vivantes
les mathématiques [fpl]
la musique
la religion
la sociologie
la technologie
German
English
drama
biology
chemistry
art
economics
PE
Spanish
French
geography
gymnastics
history
ICT
Learning for Life and Work, Citizenship
Irish
Italian
foreign languages
modern languages
maths
music
RE
sociology
design technology
a
r
D
La vie scolaire
absent
le bac(calauréat)
la bibliothèque
le brevet
le bulletin scolaire
la cantine
la chorale
le collège
le concierge
le contrôle
la cour de récréation
le cours
les devoirs [m]
le directeur/la directrice
l'école [f]
l’éducation [f]
l'élève [m/f]
tf
School life
absent
A level equivalent
library
GCSE equivalent
report
canteen
choir
secondary school
caretaker
class test, assessment
playground
class, lesson
homework
headteacher
school
education
pupil
69
l’emploi [m] du temps
l’équipe [f]
les études [fpl]
l'étudiant/l'étudiante
l'examen [m]
l’exercice [m]
l’expérience [f]
faible, mauvais/mauvaise (en)
la fiche de travail
fort (en)
les grandes vacances [fpl]
le gymnase
l’heure du déjeuner
la poésie
le professeur
la récréation, la récré
le remplaçant/la remplaçante
la rentrée
la réponse
la retenue
la salle de sports
la salle des profs
la salle d'informatique
le trimestre
l’uniforme [m]
l’université [f]
le vocabulaire
tf
a
r
D
La salle de classe
le cahier
la calculatrice
les ciseaux
le couloir
le crayon
le dictionnaire
le feutre
la gomme
l'instituteur [m]/l’institutrice [f]
le laboratoire
la langue
la leçon
le livre
le professeur
le pupitre
la règle
le stylo
le tableau
timetable
team
studies
student
exam
exercise, practice
experiment
weak, bad (at a subject)
worksheet
good (at a subject)
summer holidays
gym
lunchtime
poetry
teacher
break
supply/cover teacher
start of school year
answer
detention
sports hall
staffroom
ICT suite
term
uniform
university
vocabulary
The classroom
exercise book
calculator
scissors
corridor
pencil
dictionary
felt tip
eraser
primary school teacher
laboratory
language
lesson
book
teacher
desk
ruler
pen
board
70
le taille-crayon
la trousse
sharpener
pencil case
Verbes
accepter, être d’accord avec
apprendre
calculer
commencer
comprendre
copier
corriger
demander
dessiner
détester
devoir
discuter
échouer
écouter
écrire des lignes
encourager
enseigner
épeler
être en retenue, être collé
étudier
examiner
faire attention, se concentrer
finir
laisser tomber
mentir
organiser
oublier
parler
passer un examen
penser
perdre
permettre
poser (une question)
pouvoir
pratiquer
préparer
prononcer
punir
redoubler
répéter
répondre
réussir
réviser
Useful verbs
to agree with something
to learn
to calculate
to start
to understand
to copy
to correct
to ask for
to draw
to hate
to have to
to discuss
to do badly, fail
to listen
to write lines
to encourage
to teach
to spell
to be in detention
to study
to examine
to pay attention
to finish
to drop (a subject)
to lie
to organise
to forget
to speak
to sit an exam
to think
to lose
to permit
to ask (a question)
to be able to
to practice
to prepare
to pronounce
to punish
to repeat a year
to repeat
to reply
to succeed
to revise
D
a
r
tf
71
savoir
sécher les cours
se taire
traduire
travailler (dur)
utiliser
to know (facts)
to skip lessons
to shut up
to translate
to work (hard)
to use
Les activités extrascolaires
Extra-curricular activities
l’activité [f]
amusant
l’art dramatique [m]
les arts martiaux
l’athlétisme [m]
le badminton
le basket
la boxe
la clarinette
le club
la course à pied
la couture
le cyclisme
l’équitation [f]
la flûte
la guitare
la gymnastique
le hockey
l’informatique [f]
le jeu
le jeu d’échecs [m]
le judo
le karaté
la natation
l’orchestre [m]
le passe-temps
passionnant
la pêche
le piano
la pièce de théâtre
le rugby
la salle de jeux
la salle de sports
le skate
le tennis
le volley
activity
fun
drama
martial arts
athletics
badminton
basketball
boxing
clarinet
club
running
sewing
cycling
horse riding
flute
guitar
gymnastics
hockey
computing
game
chess
judo
karate
swimming
orchestra
hobby
exciting
fishing
piano
play
rugby
games room
sports hall
skateboarding
tennis
volleyball
D
a
r
tf
72
Verbes
aller à la pêche
chanter
choisir
cultiver
danser
devenir membre d’un club
s’engager
s’entraîner
faire de la gymnastique
faire de la voile
faire de l’équitation
faire de l’exercice
faire du sport
faire partie de
s’inscrire
s’intéresser à
participier à
réussir
Useful verbs
to go fishing
to sing
to choose
to cultivate, grow
to dance
to join a club
to join up
to train
to do gymnastics
to sail
to do horse riding
to exercise
to do sport
to be a member of
to enrol, join
to be interested in
to take part in
to succeed
tf
a
r
Emplois à temps partiel
s’addresser à
l’ambition
l’annonce
l’avenir
bien/mal payé
le caissier/la caissière
le centre de formation
le collègue
le commerce
les conditions de travail [fpl]
le conseiller/la conseillère d’orientation
l’emploi/la poste
l'entreprise
l’entretien [m]
expérimenté
faire un stage
l’impression [f]
la lettre
la lettre de candidature
occupé
l’offre d’emploi [f]
le patron
les projets de l’avenir
le/la propriétaire
la publicité
remplir un formulaire
D
Part-time jobs
to go to, ask for (at reception)
ambition
advertisement
future
well/badly paid
cashier
training centre
colleague
business, shop
terms of employment
careers adviser
job/position
business
interview
experienced
to do a course
impression
letter
job application
busy
job advert, vacancy
boss
future plans
owner
advertising
to fill in a form
73
le rêve
le stage
le travail
varié
dream
work experience
work
varied
Verbes
acheter
annuler
choisir
contacter
gagner de l’argent
louer
payer
téléphoner
travailler
trouver
vendre
Useful verbs
to buy
to cancel
to choose
to contact
to earn money
to hire
to pay
to telephone
to work
to find
to sell
l’argent [m]
l’argent de poche [m]
l’argent liquide [m]
l’assurance [f]
la banque
le billet
bon marché
le cadeau
la carte bancaire
la carte de crédit
la carte de débit
cher/chère
le choix
le compte bancaire
les conseils [mpl]
la consultation
le taux de change
l’emploi, le boulot [m]
en promotion
le grand magasin
le guichet
la livre sterling
la loterie nationale
le magasin
la monnaie
la note
l’offre spéciale [f]
tf
a
r
La gestion de l’argent
D
Money management
money
pocket money
cash
insurance
bank
banknote
cheap
present, gift
bank card
credit card
debit card
shopping centre
expensive
choice
bank account
advice
consultation
exchange rate
job, work
on offer
department store
counter (at bank)
pound sterling
the national lottery
shop
loose change
bill (in a restaurant)
special offer
74
le petit job
la pièce
le portefeuille
le porte-monnaie
la poste
le pourboire
le prix
la publicité
le reçu
le risque
les soldes [fpl]
le tarif
le travail bénévole
Verbes
acheter
annuler
assurer
conseiller
coûter
dépenser
faire des économies
faire des achats, faire des courses
gagner
ouvrir un compte
gagner des intérêts
payer en liquide
payer par carte
travailler
vendre
part-time job
coin
wallet
purse
post office
tip
price
adverts
receipt
risk
sales
rate, price list
voluntary work
D
Les projets et les métiers
l’acteur/l’actrice
l’artiste [m/f]
l’avocat [m]/l’avocate [f]
le boucher/la bouchère
le boulanger/la boulangère
le boulot
le certificat
le chef [m/f]
la conférence
le/la dentiste
le docteur, le médecin
l’électricien [m]/l’électricienne [f]
l’employé[e] (de banque)
l’épicier [m]
le facteur/la factrice
tf
a
r
Useful verbs
to buy
to cancel
to insure
to advise
to cost
to spend
to save
to shop
to earn, win
to open an account
to earn interest
pay in cash
pay by card
to work
to sell
Future plans and career
actor
artist
lawyer,solicitor
butcher
baker
work (slang)
certificate
boss
conference, lecture
dentist
doctor
electrician
bank clerk
grocer
postman
75
le fermier/la fermière
le steward/l’hôtesse de l'air
l’infirmier/l’infirmière
l’informatique
l’ingénieur [m/f]
le mécanicien/la mécanicienne
le musicien/la musicienne
le plombier/la plombière
le policier/la policière
le pompier
le programmeur/la programmeuse
le salaire
le/la secrétaire
le serveur/la serveuse
le technicien/la technicienne
le vendeur/la vendeuse
l’apprenti [m]/l’apprentie [f]
l’apprentissage [m]
bien/mal équipé
la confiance
la connaissance
couramment
le diplôme
doué
l’ennui [m]
l’enthousiasme [m]
l’explication [f]
la faculté
les incivilités [fpl]
la licence
le souci
surchargé
la tâche
le thème
le troisième âge
Verbes
arranger
arriver
attacher
attraper
décider
devenir
distribuer
empêcher
être fort/faible
livrer
farmer
flight attendant/air hostess
nurse
computing
engineer
mechanic
musician
plumber
policeman
firefighter
programmer
salary
secretary
waiter/waitress
technician
salesperson
apprentice
apprenticeship
well/badly equipped
trust
knowledge
fluently
diploma, degree
gifted
boredom
enthusiasm
explanation
faculty
rudeness
bachelor’s degree
worry
overloaded
task
theme
old age
tf
D
a
r
Useful verbs
to arrange
to arrive
to attach
to catch
to decide
to become
to distribute
to prevent
to be strong/weak
to deliver
76
mentir
permettre
poser sa candidature
rappeler
se rappeler
réussir
to lie
to permit
to apply (for a job)
to remind
to remember
to succeed
Adjectifs
Adjectives (common)
affreux/affreuse
agréable
amusant
barbant
bon
casse-pieds
cher/chère
chouette
compliqué
désagréable
embêtant
enchanté
ennuyeux/ennuyeuse
étonné
facile
faible
formidable
génial
gentil/gentille
grave
habile
incroyable
intéressant
intelligent
inutile
mauvais
mignon/mignonne
marrant
merveilleux/merveilleuse
moche
nouveau/nouvelle
nul/nulle
parfait
passionnant
pratique
ridicule
rigolo
sensass
sage
awful
pleasant
funny
boring
good
annoying
dear
nice
complicated
unpleasant
annoying
delighted
boring
amazed, astonished
easy
weak
great
great
kind
serious
clever
incredible
interesting
intelligent
useless
bad
cute
funny
marvellous
awful, ugly
new
rubbish
perfect
exciting
practical
ridiculous
funny
sensational
well-behaved
D
a
r
tf
77
sévère
utile
strict
useful
Comparatifs
Comparatives
beaucoup
bien
bon
mauvais
mal
le meilleur
le mieux
meilleur
mieux
le moins
moins
moins que
peu
pire
le pire
plus
plus mal
plus que
le plus
le plus mal
lots
well
good
bad
badly
best
the best
better
better, best
the least
less
less than
few
worse
the worst
more
worse
more than
the most
the worst
ainsi
alors
après
à cause de
à part
aussi
car
cependant
c’est-à-dire
comme
d’un autre côté
donc
d’un côté
ensuite
et
évidemment
lorsque
mais
même si
a
r
D
Conjonctions
et mots de liaison
tf
Conjunctives
and connectives
thus
so, next
after
because of
on behalf of
also
for
however
that is to say
as
on the other hand
therefore
on the one hand
next
and
obviously
when
but
even if
78
ou
ou bien
parce que
par contre
par exemple
pendant que
pourtant
puis
puisque
quand
que
sans doute
sauf
si
y compris
or
or even
because
on the other hand
for example
while
however
then
seeing that, since
when
that
without doubt
except
if
including
Les jours
lundi
mardi
mercredi
jeudi
vendredi
samedi
dimanche
Les mois
janvier
février
mars
avril
mai
juin
juillet
août
septembre
octobre
novembre
décembre
Les saisons
l’automne
l’été
l’hiver
le printemps
tf
a
r
Les jours, les mois et
les saisons
D
Days, months, seasons
Days
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Months
January
February
March
April
May
June
July
August
September
October
November
December
Seasons
autumn
summer
winter
spring
79
Les descriptions – couleurs,
nuances, formes, dimensions
Descriptions – colours,
shades, shapes, sizes
Couleurs
blanc/blanche
bleu
blond
brun
châtain
en argent
en or
gris
jaune
marron
noir
noisette
orange
pourpre, violet/violette
rose
rouge
roux
vert
Colours
white
blue
blond
brown
chestnut
silver
golden
grey
yellow
brown, chestnut
black
hazel
orange
purple
pink
red
ginger, red
green
Nuances
clair
foncé
sombre
pâle
Formes
le carré
le cercle
rond
D
a
r
tf
Shades
light
dark
dull
pale
Shapes
square
circle
round
Dimensions
court
de taille moyenne
grand
long
petit
Sizes
short
medium-sized
big, tall
long
small
Les salutations
Greetings
à tout à l'heure
à bientôt
à demain
see you later/soon
see you soon
see you tomorrow
80
allô
au revoir
au secours
bien sûr
bienvenue
bon anniversaire
bon appétit
bonne année
bonne nuit
bonsoir
bon voyage
d’accord
désolé
felicitations
quel dommage
salut
s’il te plaît
s’il vous plaît
hello
goodbye
help
of course
welcome
happy birthday
have a good meal
happy new year
good night
good evening
have a good journey
okay
sorry
congratulations
what a pity
hi
please
please
assez
beaucoup
extrêmement
un peu
trop (de)
si
surtout
très
vraiment
Intensifiers
D
Les négations
ne … aucun(e)
ne … jamais
ni … ni
ne … personne
ne … plus
ne ... pas
pas encore
ne … que
ne … rien
tf
a
r
Adverbes
quite
a lot
extremely
a bit
too (much)
so
especially
very
really
Negatives
none
never
neither … nor
no-one, nobody
no longer, no more
not
not yet
only
nothing
Les numéros
Numbers – ordinal and cardinal
premier, première
deuxième
troisième
quatrième
first
second
third
fourth
81
cinquième
sixième
vingt et unième
zéro
un
deux
trois
quatre
cinq
six
sept
huit
neuf
dix
onze
douze
treize
quatorze
quinze
seize
dix-sept
dix-huit
dix-neuf
vingt
vingt et un
vingt-deux
vingt-trois
trente
trente et un
trente-deux
quarante
quarante et un
cinquante
cinquante et un
soixante
soixante et un
soixante-dix
soixante et onze
quatre-vingts
quatre-vingt-un
quatre-vingt-dix
quatre-vingt-onze
cent
cinq cents
mille
fifth
sixth
twenty-first
zero
one
two
three
four
five
six
seven
eight
nine
ten
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
twenty-one
twenty-two
twenty-three
thirty
thirty-one
thirty-two
forty
forty-one
fifty
fifty-one
sixty
sixty-one
seventy
seventy-one
eighty
eighty-one
ninety
ninety-one
one hundred
five hundred
one thousand
D
a
r
tf
82
Les opinions –
positives/négatives et
les justifications
Opinions – positive/negative,
justifications
à mon avis
au contraire
ça m’énerve
ça m’est égal
ça me fait rire
ça me plaît
ça ne me dit rien
car
cependant
d’un autre côté, en revanche
j’aime
j’aime bien
j’adore
je crois que
je déteste
je n’aime pas
je pense que
je trouve
moi non plus
parce que
par contre
personnellement
peut-être
pourtant
selon moi
in my opinion
on the contrary
it annoys me
it’s all the same to me
it makes me laugh
I like it
that doesn’t interest/appeal to me
because
however
on the other hand
I like
I really like
I love
I think that
I hate
I don’t like
I think that
I find... (e.g. football fun)
me neither
because
on the other hand
personally
perhaps
however
for me
à
à côté de
à travers
au-dessous (de)
au-dessus de
au fond de
au bord de
au lieu de
au milieu de
autour (de)
avant
avec
chez
contre
dans
de
a
r
D
Les prépositions
tf
Prepositions
at
beside
across
beneath
above
at the back of
at the edge/side of
instead of
in the middle of
around
before
with
at
against
in
from, of
83
derrière
devant
en
en dehors de
en face de
entre
jusqu’à
malgré
parmi
pendant
pour
près de
sans
selon
sur
sous
vers
behind
in front of
in
outside of
opposite
between
until, up to
despite
among
during
for, to
near
without
according to
on
under
towards
me
te
le/la
nous
vous
les
lui
leur
se
y
en
D
Les questions
à quelle heure… ?
Ça s’écrit comment?
C’est combien?
C’est quel jour?
C’est quelle date?
Combien?
Comment?
D’où?
De quelle couleur?
Est-ce que c’est?
Où?
Pour combien de temps?
Pourquoi?
Quand?
que… ?
tf
a
r
Les pronoms
Pronouns
me
you
he/she
us
you (plural)
they
him/her
them
he/she (reflexive)
there
some
Questions
at what time… ?
How is that written?
How much is that?
What day is it?
What is the date?
How many/much?
How?
From where?
What colour?
Is it?
Where?
For how long?
Why?
When?
what… ?
84
quel(s)/quelle(s)… ?
Quelle heure est-il?
qu’est-ce que… ?
Qu’est-ce que c'est?
qu’est-ce qui… ?
Qui?
Quoi?
L’heure – les expressions
which… ?
What time is it?
what… ?
What is it?
what… ?
Who?
What?
L’heure
l’après-midi
Il est une heure
Il est une heure cinq
Il est une heure dix
Il est une heure et quart/quinze
Il est une heure vingt
Il est une heure vingt-cinq
Il est une heure et demie/trente
Il est une heure moins vingt-cinq
Il est deux heures moins vingt
Il est deux heures moins le quart
Il est deux heures moins dix
Il est deux heures moins cinq
Il est deux heures
le matin
la matinée
midi
minuit
le soir
la soirée
aider
aller bien
arrêter
avoir lieu
bouger
camper
casser
changer
commander
commencer
compléter
corriger
coûter
Time
(in the) afternoon
it is one o’clock
it is five past one
it is ten past one
it is a quarter past one
it is twenty past one
it is twenty-five past one
it is one thirty
it is one thirty-five
it is one forty
it is quarter to two
it is ten minutes to two
it is five minutes to two
it is two o’clock
(in the) morning
morning
mid-day
midnight
(in the) evening
evening
a
r
D
Autres verbs courants
tf
Time – telling the time,
expressions of time
Other common verbs
to help
to suit/be well
to stop
to take place
to move
to camp
to break
to change
to order
to start
to complete
to correct
to cost
85
créer
déclarer
dépenser (de l’argent)
détenir
durer
éditer
effacer
emprunter
entendre
entrer
épeler
espérer
essayer
éviter
faire correspondre
fermer
frire
fumer
gagner
garder
grimper, monter
goûter
habiter
jeter
lier
mourir
neiger
ouvrir
partir
participer
passer (du temps)
permettre
plaire
pleuvoir
prêter
se promener
porter
quitter
raconter
réduire
regarder
réparer
se reposer
retenir
retourner
réserver
respirer
to create
to declare
to spend (money)
to hold back
to last
to edit
to delete
to borrow
to hear
to enter
to spell
to hope
to try, to try on
to avoid
to match
to close
to fry
to smoke
to earn
to keep
to climb
to taste
to live
to throw
to link up
to die
to snow
to open
to leave
to take part
to spend (time)
to allow
to please
to rain
to loan
to walk
to carry
to leave
to tell a story
to reduce
to look (at)
to repair
to relax
to hold
to return
to reserve
to breathe
D
a
r
tf
86
rôtir
sauver
sélectionner
séparer
souffrir
souhaiter
surfer
terminer
écrire/envoyer un SMS
tomber
traiter
traverser
vérifier
voler
vomir
vouloir
vouloir dire
to roast
to save
to select
to separate
to suffer
to wish
to surf
to end
to text
to fall
to treat
to cross
to check
to fly, to steal
to be sick
to want
to mean
a
r
tf
D
87
© CCEA 2016

Draft Unaccredited Specification

Transcription

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